Skepticism and learning difficulties in a digital environment at the Bachelor's and Master's levels: are preconceptions valid?

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There are a number of beliefs and preconceptions concerning online learning in university digital environment. Are they valid? The study aimed to compare perceived learning experiences of students who completed the e-course with flipped design, to identify the set of opinions common to the majority of students and assess differences of perceived experiences between graduate and undergraduate students. The target groups were students at the Bachelor's (N = 183) and Master's (N = 161) levels participating in e-courses in mathematical methods in psychological and educational researches (N = 344 in total). The quasi-experimental study was conducted at the Moscow State University of Psychology and Education (MSUPE). Using cluster analysis method for each of the 5 thematic groups of the survey points, 2 clusters were identified, typical opinions spectrum of the respondents majority was characterized, and differences between learners at the Bachelor's and Master's levels in these clusters were estimated. (1) For only one topic regarding students' learning independence, interaction and engagement, the share of master's programs students in a large cluster significantly prevails, for the remaining 4 topics there were no differences: ca 70–75% of both levels students belonged to a large cluster. (2) Most students confirm the benefits of e-courses, no substantial difficulties were identified. This contradicts the preconception that older Master's level students more troublesome adapt to digital environment learning, experience more difficulties and are more critical. (3) Most respondents at both levels show a positive motivation for learning in a digital environment. This contradicts the preconception that graduate students are more skeptical of e-learning. (4) Most students confirm the interactive style of blended sessions' activities, i.e., mutual assistance and interaction with classmates and the instructor, but they more often perceive deficiency of personal contacts with the instructor and do not agree to replace face-to-face sessions with webinars and communication on forums. This set of opinions is more characteristic of graduate students. Perhaps this is partly a reflection of main beliefs of instructors supported the full-time education. (5) Almost all students find the e-course informative and practically useful. (6) Most of the respondents are characterized by careful answers to points concerning the use of dishonest strategies in online learning and the belief that dishonest strategies using is inevitable. Perhaps this is a reflection of their life experiences or an excuse for their own dishonest strategies. This problem requires further investigation.